Publications

Walker, M.A., & Stevens, E. A. (2016). Reading instruction for students with learning disabilities: An observation study synthesis 1980-2014. Learning Disability Quarterly, 1-12. doi: 10.1177/0731948716633868

Stevens, E. A., Walker, M. A., & Vaughn, S. (2016). The effects of reading fluency interventions on the reading fluency and reading comprehension performance of elementary students with learning disabilities: A synthesis of the research from 2001-2014. Journal of Learning Disabilities. doi:10.1177/0022219416638028

Williams, K. J., Walker, M. A., Vaughn, S., & Wanzek, J. (2016). A synthesis of reading and spelling interventions and their effects on spelling outcomes for students with learning disabilities. Journal of Learning Disabilities, 1-12. doi: 10.1177/0022219415619753

Wanzek, J., Vaughn, S., Scammacca, N., Gatlin, B., Walker, M. A., & Capin, P. (2015). Meta-analyses of the effects of Tier 2 type reading interventions in Grades K-3. Educational Psychology Review, 1-26. doi: 10.1007/s10648-015-9321-7

Walker, M. A., Capin, P., & Vaughn, S. (2015). Students with reading difficulties who are English learners. In P. McCardle & C. M. Connor (Eds.), From Research to Practice to Research. Baltimore, MD: Brookes Publishing Co. 

Vaughn, S., Capin, P., Roberts, G. J., & Walker, M. A. (2015). RTI in the common core classroom: A framework for instruction and assessment. New York, NY: Teachers College Press.

Paxton-Buursma, D. & Walker, M. A. (2008). Piggybacking: A strategy to increase participation of students with learning disabilities in classroom discussions. Teaching Exceptional Children, 40(3), 28-34